Alan S. Prince

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Does knowledge of language consist of mentally-represented rules? Rumelhart and McClelland have described a connectionist (parallel distributed processing) model of the acquisition of the past tense in English which successfully maps many stems onto their past tense forms, both regular (walk/walked) and irregular (go/went), and which mimics some of the(More)
In this essay a new theory of stress and linguistic rhythm will be elaborated, based on the proposals of Liberman (1975).' It will be argued that certain features of prosodic systems like that of English, in particular the phenomenon of "stress subordination", are not to be referred primarily to the properties of individual segments (or syllables), but(More)
What are the computational and representational bases of the mental lexicon of words, and of the rules of grammar which productively combine lexical forms into larger words, phrases and sentences? ‘‘Dual-system’’ theories posit that lexical forms with non-compositional (arbitrary) sound-meaning pairings are stored in memory, whereas compositional structures(More)
at Colorado; to Joseph Aoun, Luigi Burzio, Robert Frank, Jane Grimshaw, David Pesetsky and Alan Prince, for extremely helpful conversations; to audiences at Arizona, Brown, Cornell, Delaware, Georgetown, Hopkins, Maryland, UCLA, USC, and the MIT conference, for stimulating ideas and questions. For partial financial support, we gratefully acknowledge NSF(More)
1. INTRODUCTION. The action at a distance that is characteristic of consonant harmonies stands as a pivotal problem to be addressed by phonological theory. Consider a familiar example from Chumash. The character of coronal fricatives and affricates in Chumash is determined by the rightmost coronal sibilant (1a). This agreement alters /s/ to [S] when(More)
Recent experimental work indicates that by the age of ten months, infants have already learned a great deal about the phonotactics (legal sounds and sound sequences) of their language. This learning occurs before infants can utter words or apprehend most phonological alternations. I will show that this early learning stage can be modeled with Optimality(More)
The architecture of generative phonology brings with it a difficult challenge for any learner: underlying forms must be acquired at the same time as the phonology – the system of rules or constraint-rankings. Yet, each depends on the other, and neither is known in advance. If the learner had prior knowledge of the underlying forms, then the(More)